Value stability and change during self-chosen life transitions: Self-selection versus socialization effects

Copyright @ 2013 APA. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.Three longitudinal studies examine a fundamental question regarding adjustment of personal values to self-chosen life transitions: Do values fit the new life setting already at its onset, implying value-based self-selection? Or do values change to better fit the appropriate and desirable values in the setting, implying value socialization? As people are likely to choose a life transition partly based on their values, their values may fit the new life situation already at its onset, leaving little need for value socialization. However, we propose that this may vary as a function of the extent of change the life transition entails, with greater change requiring more value socialization. To enable generalization, we used 3 longitudinal studies spanning 3 different life transitions and different extents of life changes: vocational training (of new police recruits), education (psychology vs. business students), and migration (from Poland to Britain). Although each life transition involved different key values and different populations, across all 3 studies we found value fit to the life situation already early in the transition. Value socialization became more evident the more aspects of life changed as part of the transition, that is, in the migration transition. The discussion focuses on the implications of these findings for research on values and personality change, as well as limitations and future directions for research

A need basis for values

Values are viewed as partly based on needs, but little research has been devoted to testing this relationship. The need to attain or avoid cognitive closure may be an important cognitive-motivational factor underlying the endorsement and pursuit of particular values. The present research provided an empirical test of the relations between individual differences in the need for cognitive closure (NFCC) and Schwartz’s ten values. One hundred men and women from a southeastern British university completed measures of NFCC and basic values. Consistent with hypotheses, the results indicated that NFCC was positively associated with valuing Security, Conformity, and Tradition and negatively associated with valuing Stimulation and Self-Direction. In addition, NFCC was unrelated to valuing Hedonism, Power, Universalism, and Benevolence, but negatively related to valuing Achievement. Consistent with theories of epistemic closure, this research supports the idea that individual differences in NFCC give rise to values which match and satisfy individual needs to attain or avoid cognitive closure

A glimpse into the role of personal values within the restorative justice process: A qualitative study with restorative justice facilitators

Restorative justice is a process whereby offenders and their victims communicate to address the harm caused by the crime. Currently, there is little research looking at what characterises victims and offenders who are willing to participate in this process, who benefits, and what changes occur after participating. Personal values may be important in understanding such questions because they can influence human behaviour, appraisals of behaviour, and can change following life experiences. Hence, the aim of this study was to investigate the role that the values within Schwartz’s (1992) value theory may have in answering these questions. This was accomplished through a thematic analysis of semi-structured interviews with 12 restorative justice facilitators. Consistently, the motivations they observed for both victims and offenders participating in restorative justice included themes of prosocial values. Additionally, some values were highlighted as being important for the realisation of the benefits of restorative justice. There was also some preliminary evidence that this process may change what values are important for both victims and offenders. Overall, these findings have implications for restorative justice providers; a greater understanding of motivations, who will benefit, and how restorative justice can be presented to appeal to a wide audience

Value stability and change during self-chosen life transitions: self-selection versus socialization effects

Three longitudinal studies examine a fundamental question regarding adjustment of personal values to self-chosen life transitions: Do values fit the new life setting already at its onset, implying value-based self-selection? Or do values change to better fit the appropriate and desirable values in the setting, implying value socialization? As people are likely to choose a life transition partly based on their values, their values may fit the new life situation already at its onset, leaving little need for value socialization. However, we propose that this may vary as a function of the extent of change the life transition entails, with greater change requiring more value socialization. To enable generalization, we used 3 longitudinal studies spanning 3 different life transitions and different extents of life changes: vocational training (of new police recruits), education (psychology vs. business students), and migration (from Poland to Britain). Although each life transition involved different key values and different populations, across all 3 studies we found value fit to the life situation already early in the transition. Value socialization became more evident the more aspects of life changed as part of the transition, that is, in the migration transition. The discussion focuses on the implications of these findings for research on values and personality change, as well as limitations and future directions for research

Values and identity process theory: theoretical integration and empirical interactions

Identity and values are important driving forces in human lives. Identity Process Theory (IPT; Breakwell, 1986, 2001b) and the Schwartz Value Theory (Schwartz, 1992) focus on distinct but related aspects of the self and have some overlapping propositions particularly with regards to human motivation. Hence, it is surprising that there has been no attempt so far to integrate them theoretically or empirically. This chapter provides the first attempt to address this gap in the literature. After presenting key elements of both theories, the chapter provides a theoretical integration that addresses the links between identity motives and outcomes and provides an empirical examination of the role of personal values as moderators of such links. Finally, we address identity and value change

Penerapan Model Pembelajaran Inkuiri Dengan Menggunakan Video Dokumenter Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Geografi Kelas XI SMA Negeri 1 Unggul Baitussalam Aceh Besar

Video dokumenter adalah media audio visual yang menyajikan suara sekaligus gambar yang memungkinkan peserta didik lebih tertarik mempelajari fenomena-fenomena dan gejala-gejala alam yang terjadi saat ini disesuaikan dengan materi pembelajaran yang melibatkan suatu USAha eksplorasi dari orang-orang, pelaku-pelaku yang nyata, dan situasi yang sungguh nyata. Penelitian ini bertujuan untuk mengetahui; (1) Peningkatan hasil belajar siswa; (2) Aktivitas guru dan siswa; (3) Keterampilan guru; dan (4) Respon siswa terhadap penerapan model pembelajaran inkuiri dengan menggunakan video dokumenter. Subjek dalam penelitian ini adalah peserta didik kelas XI IPS-2 SMA Negeri 1 Unggul Baitussalam yang terdiri atas 25 peserta didik. Pengumpulan data dilakukan dengan menggunakan tes hasil belajar siswa, lembar pengamatan aktivitas guru dan siswa, lembar pengamatan keterampilan guru dalam mengelola pembelajaran, dan angket respon siswa terhadap penerapan model pembelajaran inkuiri dengan menggunakan video dokumenter yang telah dilaksanakan. Analisis data menggunakan statistik deskriptif persentase. Hasil penelitian diperoleh bahwa; (1) Persentase ketuntasan individual pada siklus I yaitu 40 persen, pada siklus II 64 persen, dan pada siklus III 96persen. Secara klasikal, persentase ketuntasan pada siklus I yaitu 40 persen, pada siklus II meningkat menjadi 60 persen, dan pada siklus III menjadi 90 persen; (2) Aktivitas guru dan siswa dikatakan meningkat dari siklus I sampai dengan siklus III; (3) Keterampilan guru pada siklus I diperoleh skor 2,57dengan kategori sedang, pada siklus II dikategorikan baik dengan skor 2,94, dan pada siklus III dengan skor 3,47 dengan kategori baik; (4) Respon siswa terhadap penerapan model pembelajaran inkuiri dengan menggunakan video documenter dapat dikatakan positif. Ini terbukti bahwa peserta didik dapat memahami materi yang disajikan guru terhadap penerapan model pembelajaran inkuiri dengan menggunakan video dokumenter

Penerapan Model Pembelajaran Stad Dengan Berbantuan Media Quick on the Draw Untuk Meningkatkan Hasil Belajar IPS Terpadu Siswa Kelas VII SMP Negeri 1 Tanah Jambo Aye

Model pembelajaran STAD merupakan salah satu model yang menekankan pada adanya aktivitas dan interaksi di antara siswa untuk saling memotivasi dan saling membantu dalam menguasai materi pelajaran. Quick on the draw merupakan aktivitas riset untuk kerja tim agar menyelesaikan satu set soal dengan tepat. Penelitian ini bertujuan untuk mengetahui: (1) Peningkatan hasil belajar siswa; (2) Aktivitas guru dan siswa; (3) Keterampilan guru dalam mengelola pembelajaran; dan (4) Respon siswa terhadap model pembelajaran STAD berbantuan media quik on the draw. Subjek dalam penelitian ini adalah siswa kelas VII SMP Negeri 1 Tanah Jambo Aye yang berjumlah 25 orang. Pengumpulan data dilakukan dengan menggunakan (1) Lembar pre-test dan post-test; (2) Lembar pengamatan aktivitas guru dan siswa; (3) Lembar pengamatan keterampilan guru; dan (4) lembar respon siswa. Analisis data menggunakan statistik deskriptif persentase. Hasil penelitian menunjukkan bahwa (1) Persentase ketuntasan secara individual meningkat dari 17 siswa yang tuntas pada siklus I, dan 23 siswa tuntas pada siklus II, persentase ketuntasan klasikal pun meningkat dari 60% pada siklus I, dan 90% pada siklus II; (2) Aktivitas guru dan siswa meningkat menjadi sesuai dengan persentase waktu ideal; (3) Keterampilan guru meningkat dari perolehan skor 3,00 pada siklus I dengan kategori baik, dan 3,33 pada siklus II dengan kategori baik; (4) Respon siswa, terhadap model pembelajaran STAD berbantuan media quick on the draw dapat dikatakan baik. 95 persen dari 25 siswa berpendapat bahwa dengan belajar melalui model pembelajaran STAD berbantuan media quick on the draw dapat meningkatkan pemahaman mereka terhadap materi yang telah dipelajari

A reduced complexity numerical method for optimal gate synthesis

Although quantum computers have the potential to efficiently solve certain problems considered difficult by known classical approaches, the design of a quantum circuit remains computationally difficult. It is known that the optimal gate design problem is equivalent to the solution of an associated optimal control problem, the solution to which is also computationally intensive. Hence, in this article, we introduce the application of a class of numerical methods (termed the max-plus curse of dimensionality free techniques) that determine the optimal control thereby synthesizing the desired unitary gate. The application of this technique to quantum systems has a growth in complexity that depends on the cardinality of the control set approximation rather than the much larger growth with respect to spatial dimensions in approaches based on gridding of the space, used in previous literature. This technique is demonstrated by obtaining an approximate solution for the gate synthesis on $SU(4)$- a problem that is computationally intractable by grid based approaches.Comment: 8 pages, 4 figure